PEER PRESSURE AND ACADEMIC PERFORMANCE:

A QUANTITATIVE RESEARCH STUDY

A Quantitative Research Paper for the Completion

on the subject Practical Research 2
Academic Year 2023-2024

In Partial Fulfillment of the Requirements under Academic Track,

Humanities and Social Sciences in President Roxas
National High School

Princess Joy A. Barliso

Edsel N. Salomon
Muslima M. Naga
Honey Faith B. Montero

Researchers

Stephen C. Valenzuela
Research Adviser

February 2024
 CHAPTER I

INTRODUCTION

Background of the Study

Peer pressure is a pervasive social phenomenon that affects individuals,

particularly adolescents, in various aspects of their lives, including their academic

performance. The influence of peer pressure on the academic performance of

Senior High School (SHS) students is a topic of significant concern and interest

in today's educational landscape. This study aims to explore and analyze the

impact of peer pressure on the academic achievements of students at President

Roxas National High School. Adolescence is a critical stage in a student's life

where they begin to navigate the complex world of social interactions and

relationships. At this juncture, students may experience significant pressure from

their peers, which can have both positive and negative effects on their academic

performance. While some peer interactions may motivate students to excel

academically, others may lead to distractions, lowered self-esteem, and

detrimental academic outcomes.

PRNHS, like many other educational institutions, is not exempt from the

potential consequences of peer pressure. Understanding how peer pressure

operates within this particular context is essential for educators, parents, and

policymakers. The findings of this study can provide valuable insights to address

and mitigate the negative aspects of peer pressure while harnessing its potential

benefits for academic growth.

 Orillana (2018) suggests that peer pressure is a social pressure from

peers to do something, embrace specific values, or otherwise adapt to be

accepted. For instance, inside the school, students think that they are required

to belong to a group. Peer influence has a direct or indirect impact on academic

performance accomplishment. The development of emotional and social skills,

as well as educational goals, are both important. It influences educational

choices strongly and whether students make significant investments to improve

academic performance or achievement Anwanane et al.,( 2019). For instance, a

college course that a senior high school student wants to pursue is not an "in-

demand job." They will choose the stand and course they do not want to take

because their parents or friends teach them to be practical and choose a more

"sustainable career path." It may cause them to have difficulties finishing the

degree they are not happy taking. In other words, peer pressure profoundly

affects students' decisions and willingness to accept opportunities (Waters, L.

2014). According to Lyness (2015), it can be beneficial or harmful. For

example, parents push their children at an early age to study hard to get more

opportunities in the future. The child will bring this positive peer pressure while

growing up, and it can be their motivation to be successful in the future. On the

negative side, it occurs when someone or a group member makes you feel

obligated to do something to be accepted and influences individuals to do

dreadful things that can destroy a student's entity. One example of this is

underage drinking. A friend convinced someone to drink alcohol because they

must be “in.” This negative peer pressure leads teens into an unpleasant
situation. Therefore, a person does not have to seek membership in a group to

be impacted by peer pressure

The study will investigate various dimensions of peer pressure among

SHS students at PRNHS. This includes peer pressure's prevalence, its sources,

and the mechanisms through which it influences academic performance. It will

also consider the different forms of academic performance indicators such as

grades, test scores, attendance, and student engagement to provide a

comprehensive understanding of the subject matter.

The influence of peer pressure have been long studied by researchers

locally and internationally. Dela Cruz and Santos (2017) conducted a study

among Filipino high school students, revealing that peer pressure significantly

influences study habits and academic performance. The study highlighted the

need for a deeper understanding of the specific mechanisms through which peer

pressure affects academic outcomes among Filipino adolescents. Garcia and

Reyes (2018) explored the experiences of peer pressure among students in a

local high school in the Philippines and identified various sources and forms of

peer pressure. However, their study did not extensively delve into its

consequences on academic performance. Abroad, Anderson and Brown (2019)

conducted research in the United States, shedding light on the substantial

influence of peer pressure on academic achievement. Their study highlighted the

importance of distinguishing between positive and negative forms of peer

pressure, which can provide valuable insights for similar research in a local

context.
 Smith et al. (2020) conducted a comprehensive meta-analysis of

international studies on peer pressure and academic performance. While the

study offered a broad overview of the global trends, it did not specifically address

the unique cultural and contextual factors that might affect the experiences of

students in a local setting like PRNHS.

Despite the wealth of research on the influence of peer pressure on

academic performance, there is a noticeable research gap in terms of in-depth

investigations within the unique context of PRNHS and the broader Philippine

educational landscape. Existing studies often generalize findings based on

international or urban settings, which may not fully capture the specific

experiences of SHS students in a local, rural setting like PRNHS. This study aims

to bridge this research gap by delving into the distinct experiences, sources, and

consequences of peer pressure within PRNHS, offering valuable insights that

can inform localized interventions and support mechanisms to enhance the

academic performance of SHS students in this specific environment.

Statement of the Problem

This study aims to determine the effects of peer pressure on academic

performance among senior high students at President Roxas National High

School. Specifically, it intends to answer the following questions:

1. What are the effects of peer pressure on the student’s academic

performance?
 2. How influential is peer pressure on the academic performance of the

students?

3. How does peer pressure influence PRNHS’s Senior High chool

Students' academic performance?

Significance of the Study

This study will benefit the students; it will determine what help they need

to improve their decision-making skills and help them determine their academic

goals. This study will benefit the parents to help guide their children properly; with

their guidance and understanding, their children could have an easier time by

themselves or even with their peers. The teachers will be more knowledgeable

about their students' circumstances and handle pressure despite their peers.

The research findings will benefit the Department of Education to gain more

insight into the topic and add it to their academic curriculum to guide learners

how to prevent peer pressure. The findings will also add to local literature

studies, as only a few local research studies on the Philippines' peer pressure.

Furthermore, the findings of this study will provide helpful information for future

research into the effects of peer pressure on the academic performance among

senior high school students in PRNHS.

Scope and Delimitation

The main purpose of the study is to identify the influence of peer pressure

on the academic performance of senior high school students at the President

Roxas National High School. The study covers how peer pressure affects the
student, how their peers influence them and the how does peer pressure

contribute to their academic performance. The primary subject of this research

study will consist of senior high students enrolled in the academic year 2023-

2024. The scope of the study will be limited to fifty (50) students enrolled on the

following academic strands: HUMSS (Humanities and Social Science), ABM

(Accountancy, Business, and Management), and STEM (Science Technology

Engineering and Math) students.

Operational Definition of Terms

Operational definitions are crucial in research to provide clear and

measurable descriptions of key terms. In the context of your study on "The

Influence of Peer Pressure on the Academic Performance among Senior High

School Students in President Roxas National High School," here are some

operational definitions:

Peer Pressure: defined as the direct or indirect influence exerted by fellow

senior high school students that encourages or compels a subject to change their

academic behaviors, such as study habits, class attendance, or coursework

completion.

Academic Performance: quantified by the students' cumulative Grade Point

Average (GPA) obtained from their academic records. It includes their scores on

tests, assignments, projects, and class participation.

Senior High School Students: refer to individuals enrolled in grades 11 and 12

at President Roxas National High School. This study focuses on students within

this specific grade range.

President Roxas National High School : the educational institution located in

President Roxas, North Cotabato , where the study is conducted. The term

specifically pertains to this school and its student population.

Influence: assessed through self-reported surveys and questionnaires where

students indicate the extent to which their peers affect their academic decisions

and behaviors. Influence can be categorized as direct (explicit pressure from

peers) or indirect (perceived peer norms and expectations).

Conceptual Framework

Independent Variable Dependent

Variable

Academic
Performance
Peer Pressure among Senior
High School
Students in
PRNHS
Figure 1 The figure shows the study's conceptual framework, indicating the independent

and dependent variable.

In figure 1, the independent variable pertains to the cause of the, which is peer

pressure. For example, the pressure from their family, friends, or intelligent

classmates around them can cause them to develop habits that may affect their

well-being and academic performance. The dependent variable pertains to

peer pressure on senior high students, which results in them showing habits

never seen before that are caused by the pressure—for instance, developing

unhealthy sleeping schedules due to the thought of finishing all requirements in a

day. The variable will be the result of the researchers on their study.
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter summarizes the information from other researchers and

writers who have conducted their research or study on the subject peer pressure.
The study reviews relevant literature and studies related to peer pressure and
academic performance of students.

LITERATURE

According to Atwater and Duffy (1999) at the first level one can

publicly go with others but refuse to change his private beliefs at this stage little

peer pressure can affect. The second level of social influence is when people

behave like others because they are attracted with them. They change their style

and adopt the group or person has and when they apart one returned on their

own. At this stage one has no personal intention; he/she will do the same as the

others in group will do. They can return to their original beliefs when the peer

pressure removed. The third level is where someone has truly influenced and

changes his own forever. This is the crucial stage one can build or destroy his

future because of this influence or pressure.

Starlet (2010) stated that the effect of the influences of the masses is

greater during your teen years. Parents have a vital role to play during this phase

of a person's life. Parents and teachers need to be careful while dealing with

teenagers, as they are most susceptible to succumb to peer pressure during

these years of their life. Teenage individuals need to be taught to distinguish

between the good and the bad, the right and the wrong and should be taught to

be thoughtful in life.

According to Aldanese (2010) when teenagers have to make decisions in

the heat of the moment or in social situations, their decisions are often influenced

by external factors like peers. While it can be hard for teens to resist peer

influence sometimes, especially in the heat of the moment, it can also have a

positive effect. Just as people can influence others to make negative choices,

they can also influence them to make positive ones. It says in the article that the

influence of peers is big and it actually plays a big role in every student’s life.

Jacobson (2013) stated that peer pressure is certainly alive and well

among today’s teens: 90% of teens admit to being influenced or pressured by

peers. Nearly three-quarters say that giving in to peer pressure has boosted their

social standing. Peer pressure influences behavior at a younger age than

previously thought. In a recent study, researchers at the University of Southern

California expected to find that pressure from peers to smoke cigarettes peaks in

high school. Instead, they discovered that pressure to smoke is greater in middle

school than in high school.

According to Rowan (2017) Having friends who smoke doubles the risk

that youngsters between 10 and 19 will pick up the habit; this influence is,

evidently, more powerful in societies where relationships between people play a

central role in a person’s identity. Hong Kong teenagers warned to ignore the

influence of others because of its big influence to teens.

FOREIGN STUDIES

According to Brown (1992) two samples, consisting of a total of 1,027 6th–

12th graders from separate communities, were given measures of peer

conformity dispositions (willingness to accede to peer pressure), perceptions of

peer pressure, and self-reported frequency of behavior concerning 2 major

aspects of teenage life: peer involvement and misconduct. Results indicate that

perceived less peer pressure toward misconduct than peer involvement and also

were comparatively less willing to follow peers in misconduct. Nevertheless,

perceived peer pressure and conformity disposition accounted for more of the

variance in self-reported misconduct than in self-reported peer involvement. Age

differences were modest and varied among measures and samples.

Taylor and Wong (1996) The study highlighted that gender difference

exists in the perception of peer. Study further indicated that the adolescents

who have a high level of conformity to unconventional peer behavior tend to

have lower GPA then those who have lower level of conformity. The boys’ grades

are more strongly affected by peer orientation than girls. The male peers who

exhibits negative behavior has lower utility for school.

According to Clasen (2007) A sample of 689 adolescents (grades 7–12)

from two Midwestern communities who had been identified by peers as members

of one of three major peer groups responded to a self-report survey measuring

perceptions of peer pressure in five areas of behavior: involvement with peers,

school involvement, family involvement, conformity to peer norms, and

misconduct. Perceived pressures toward peer involvement were particularly

strong, whereas peer pressures concerning misconduct were relatively

ambivalent. Perceived pressures toward misconduct increased across grade

levels and pressures to conform to peer norms diminished; grade differences in

perceived peer pressures concerning family involvement were community

specific. Compared to druggie-toughs, jock-populars perceived stronger peer

pressures toward school and family involvement, and less pressure toward

(stronger pressure against) misconduct; patterns of perceived pressure among

loners were more variable across communities. Results elaborated the process

of peer influence in adolescent socialization and identity development.

Hansen (2008) stated in the study entitled “Preventing alcohol, marijuana,

and cigarette use among adolescents: Peer pressure resistance training versus

establishing conservative norms” Two strategies for preventing the onset of

alcohol abuse, and marijuana and cigarette use were tested in junior high

schools in Los Angeles and Orange Counties, California. our experimental

conditions were created by randomly assigning schools to receive (a) neither of

the experimental curricula (placebo comparison), (b) resistance skill training

alone, (c) normative education alone, or (d) both resistance skill training and

normative education. Students were pretested prior to the program and post-

tested 1 year following delivery of the program. There were no significant main

effects of resistance skill training. These results suggest that establishing

conservative norms is an effective strategy for preventing substance use. Studies

show that the influence of peer pressure among student can boost their anxiety

especially pertaining to their education (Kadir, Atmowasdoyo & Salija 2014). The
relationship within the academic with its peers are co-related with each other,

hence the direction of this particular relationship should be monitored were these

relationships should go considering all possible factors correlated within the

academic outcome (Wilson, 2016). Peer pressure faced by many teenagers of

the society, professionals understood the concept of peer influence that could

affect teenagers in a negative way which can be prevented by educating and

preparing teenagers to face the negative aspects caused by peer pressure

(Temitope & Ogonsakin, 2015). Similarly peer pressure among teenagers does

not directly affect them in a negative way but it varies in how much and how the

students receive the climate of the peers coming from the pressure in academic

performance (Mosha, 2017). When a student is influenced and motivated by

peers he will perform excellent at school and got good grades (Boechnke, 2014).

Getting the support needed coming from the peer pressure, student tend to excel

and exceed its capability and concentrate more pertaining to his studies and do

good in the academic tasks in school (Olalekan, 2016).

Pressure gaining social support from its peers is an important factor to

cope with different problems and illnesses by letting go of emotions by talking

someone. Social support plays an important role for teenagers to lessen the

effects of stressful situations and stressors through the support of the peers in

the group (Esen & Gundogdu 2015). Despite the various studies conducted for

understanding the effects of peer group in student's academic performance, no

one has yet understood the nature of peer effects. among students (Zhang,

2014). Knowing how the teenagers interact with their peers and how they interact
with each other and how presence of peer pressure affect student's academic

achievement in school plays an important role for various categories and even

the whole educational system (Leka, 2015). Peer pressure is commonly

described as peers encouraging other teenagers to do things (Santor, Messervey

& Kusumakar, 2016). Peer pressure is also caused by parent's lack of

supervision towards their children during academic performance, children tend to

enjoy their peers. company and spend with their peers more during her

performance (Puligni, 2017). There are different factors that could affects

student's academic performance in school whether it's their family is giving

proper guidance and motivation to their children with the healthy and harmonies

interaction with their surroundings (Ezzarrooki, 2016). Students interactions with

its peers could help enhance their capability and increase their academic

performance in school because they could seek help from their peers that could

serve as a motivation than working alone (Sotinis, Mirco & Michael, 2014).

Student peer group in school plays as an in socializing teenager with the

peers tosocialize with each other that should help the students' academic

performance in school (Uzezi & Deya, 2017). Interaction of students between its

peer are likely to influence the students and can be crucial for the student to

determine their choice and could affect student performance (De Giorgi, n.d.).

Understanding peer pressure towards teenagers is important for developing and

understanding how to improve socioeconomic policies (Carman & Zhang, 2015).

Peer among youth plays a vital role during the adolescence of a teenager. This is

the time when teenagers develop deep friendship among their peers and become
permanent during their adolescence (Guzman, 2017). Peer pressure towards

persons behavior is said to be a social phenomenon where the members of a

particular society may not be influence negatively but majority are affected by the

undesirable behavior of those people who resist what others do (Gulati, 2017).

Looking to the different group of factors that influence adolescence in their

completion of their academic excellence it is further hindered by developmental

challenges (Chen, 2016). An individual seek emotional support towards

communicating publicly and showing his private objectives or goals. Indeed

through showing your emotions to others individual can get emotional benefits

from it because it could help them to overcome temptation and could give them

emotional benefits (Borein & Boemont, 2017). Also, peer groups answer

questions from teenager different concern from adolescence stage including

physical appearance or changing bodies (Ademiyi & Kolawole, 2015).

Peer pressure could easily affect the self-esteem of students that an

important factors adolescence. Individual adapt attitudes towards a certain

aspect that they encountered or they are aware of (Uslu, 2014). In many events

student fantasizing and

visualizing what they dreamed to became through with their colleagues

atmosphere. Eventually, they pursue their choices through with the influence of

peer pressure (Owoyele & Toyobo, 2017). The pressure among peer group

among its member may engage to do undesired things or negative behavior with

the presence of a particular peer group leader who engage its member to do
deviant acts or promote undesirable things to the group (Dumas, Ellis, & Wolfe,

2016).

Peer pressure is important in the social context that plays a vital role in

society and to determine the academic achievement that affect during

development relatively with each other (Chen, 2014). Adaptive behavior of the

development increases become. broader and complex and as the age increases

(Yonus, Mushtaq & Qaiser n.d.). School that the students attend to serves an

institution among students that determine their learning capacity based on the

school environment that gives the learning experience toward students (Korir,

2014). Thus choosing major courses within an institution are major choices a

student intends to make but it is affected by their interactions among other

students (Porter & Umbach, 2016). Hence, the behavior of an individual have

seen similarities among the group due to the effect of their peers, it is still difficult

to relate the consequences that the individual within the group are similar with

each other or social to be pursuing their intentions together to have similar

outcomes (Kremer & Levy, 2017). Interactions between students with their age-

mates appeal to enhance their learning capacity under the guidance of an adult

educator (Kinderman, 2016). The impact of peer pressure, both negative and

positive, has a lasting effect, not only throughout students' school experience, but

for a lifetime. Students engaged in help- seeking strategies run the risk of

academic difficulty if not properly applied, and teachers who employ performance

task goal methods create (in students) near-indelible behavior strategies that

could have a negative impact for future decision-making and coping skills.
 Teenagers learn about what is acceptable in their social group by

"reading" their friends reactions to how they act, what they wear, and what they

say. The peer pressure gives this potent feedback by their words and actions,

which either encourages or discourages certain behaviors and attitudes. Anxiety

can arise when teens try to predict how peers will react, and this anxiety plays a

large role in peer influence. In fact, Burns and Darling (2015) stated that self-

conscious worrying about how others will react to future actions is the most

common way to learn the lesson and study the lesson giving the teacher. When a

teen who takes an unpopular stand and goes against the expectations or norms

of the peer group, he or she is at risk for being ridiculed. Ridicule is not an easy

thing to accept at any age, let alone when you are twelve or thirteen years old.

This leads to the topic of peer pressure he impact of peer pressure, both

negative and positive, has a lasting effect; not only throughout students' school

experience, but for a lifetime. Students engaged in help-seeking strategies run

the risk of academic difficulty if not properly applied, and teachers who employ

performance task goal methods create (in students) near-indelible behavior

strategies that could have a negative impact for future decision-making and

coping skills.

Carman and Zhang (2008) also conducted a research on “Classroom

peer effects and academic achievement”. According to them, the sample of the

research was 7th to 9th grade students of China. During the study the peer and

teachers remain the same for three years. The peer effect on the achievement of

Mathematics, China and English was observed. The linear in mean model was
used to control the individual and teacher interaction by test fixed effects.

The findings were the significant positive peer effect on the mathematics test

score and positive but not significant effect on Chinese test score and no

effect on English test score.

A study to present the stimulating conditions at work place is conducted.

According to Bellemare, Lepage and Shearer (2009), The main variables were

peer pressure, incentives and gender. The major finding was that very high and

very low level of peer pressure can significantly decrease the productivity of

workers conducted

According to Tope (2011) who investigated the influence of peer group

on adolescent’s academic performance. The sample of the study was 150

randomly selected students from four secondary schools. The findings were the

peer group could either positively or negatively influence the academic

performance in school. Tope recommended that parents and teachers may

provide adequate guidance to adolescents to help them understand how the

friends can positively or negatively influence their academic performance.

Synthesis

These related studies focused mostly on peer pressure and academic

performance of students. Seven of the studies explain that peer pressure has a

positive effect with regards to students’ academic performance. It is said that

peers motivate them to do better at school. Another research explains that boys
are the ones who experiences peer pressure the most because of the lack of

support from their parents. Furthermore, only one research study proves that

peer pressure has no effect on academic performance of students.

 CHAPTER III

METHODOLOGY

Research Design

In order to perform the study, the researcher employed a descriptive

research approach. By using this strategy, we were able to gather information

and accurately portray the influence of peer pressure to the academic

performance of the senior high school students in President Roxas National High

school. Accurate and methodical descriptions of a population, circumstance, or

phenomena are the goal of descriptive research. It can respond to inquiries about

what, where, when, and how, but not why. A descriptive research design can

study one or more variables using a wide range of research methods

(McCombes, 2019). The mean of the respondents' test results before and after

the intervention was implemented was obtained using a descriptive research

methodology.

Respondents and Other Source Data Information

The respondents of the study are the 50 Senior High school students from

President Roxas North Cotabato who are currently enrolled in school year 2023-

2024
Sampling Procedure

The researcher used sampling procedure technique considering the

number of respondents. This implies that we selected participants who meet

specific criteria that are crucial for our research. In doing so, we ensured that the

participants chosen to align with the characteristics and factors that are essential

to our study. A purposive sample is a non-probability sample that is selected

based on characteristics of a population and the objective of the study

(Crossman, 2020). A purposive sample is collected according to the requirements

of the test, survey, or research that it'll be used for (Vijayamohan,2023). It is the

process of selecting a sample by taking a subject that is not based on the level of

the area, but it is taken based on the specific purpose. In this study, the

researchers used a purposive sampling distribution in order to effectively gather

the data needed for the study.

Data Collection

We gathered data using a structured survey questionnaire. This

questionnaire asked questions about the influence of peer pressure on their

academic performance.

The survey questionnaire is comprised of three parts, first part is

consisting of the demographic information; second part is consisting of the

identification of the influence of peer pressure in their academic performance,

third their grade point average (GPA), their coping mechanism, lastly, their social
environment. The respondents were asked to rate the, from one (1) which is the

lowest to five (5) which is the highest.

Data Analysis

After the data being gathered, the researchers analyzed the data by using

a statistical formula to achieve the accurate information. To analyze the data the

researchers used a descriptive-correlational statistics in order to determine

whether peer pressure has an effect on the academic performance of students.

 CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter presents the data gathered, the details of the analysis made

and the interpretation of the findings on the basis of the stated problem more

specifically it presents of the effects of peer pressure to the academic

performance of the students.

Table 1

How often do you feel peer pressure related to your academic

performance, with 1 being "Never" and 5 being "Frequently"?

QUESTION NEVER RARELY OCCCASIONALLY OFTEN FREQUENTLY

FELT PEER 5.50% 20% 15.50% 40% 19%

PRESSURE

Table 1 presents the results of our research, depicting the percentage of

respondents who selected different options to indicate the frequency of effect.
The data reveals valuable insights into the our participants. 5.50% of our
respondents answered they never experienced peer pressure, 20% answered
that they rarely experienced peer pressure, 15.50% checked that they
experience peer pressure occasionally, 40% often experienced and 19%
answered frequently.

These results highlight the range of frequencies of the effects under

investigation among the surveyed individuals. It is crucial to acknowledge and
address these effects to better understand the impact of peer pressure on the
academic performance of the students in PRNHS.
 Table 2

How influential is peer pressure on your academic performance?

Please rate from 1 to 5, with 1 being "Not influential at all" and 5 being
"Highly influential."

Question Not Slightly Moderately Influential Highly

influential influential influential influential
at all

How 5.50% 20% 15.50% 40% 19%

influential is
peer pressure
on your
academic
performance?

Peer pressure is the influence an individual feels from others in their peer

group. The individual may be encouraged to change their behavior, attitudes, and

even values to match their peers. People are susceptible to peer pressure

because of a desire to belong as well as for a fear of not belonging. Table 2

shows that peer pressure is influential especially in academic aspect. Students

tend to get pressure by their peers and in the case of Senior High School student

in President Roxas National High School, Peer Pressure is influential, affecting

their academic performance.

 Table 3

Frequency of the Effects of Peer Pressure on the Academic

Performance

Effects Mean Score Descriptive Equivalent

Improved Academic 2 Occasionally

Performance

Declined Academic 1.74 Never

Performance

Weighted Mean 3.74 Rarely

The table shows the peer pressure has a significant effect to the senior

high school students studying at President Roxas National High School. The

most frequent effects that student use to experience is improved academic

performance which has the highest mean while the less frequent is the declined

academic performance which has the lowest mean of 1.74. The result supports

the study conducted titled “The Impact of Peer Group Pressure on Academic

Performance of Adolescent Students: An Intervention Program to Resist Peer

Pressure” Students are under a certain level of pressure due to the social

recognition they want, which motivates them to follow peer convictions or

rejections. These peer groups on students, especially during adolescents and

early adulthood, are a powerful force that influences academic performance.

Moreover, Korir & Kipkemboi (2014) examine the relationship between peer

influences and students’ academic performance with 210respondents, their study

concludes that peer groups have positive effects because it is influential

regarding students’ basic value for school as well as achievement.

 CHAPTER V

Summary, Conclusions, and Recommendations

This chapter presents the summary of the study, the conclusions

describe from the findings and pertinent recommendations.

SUMMARY

This research was conducted for the purpose of determining the Effects of

Peer Pressure to the Senior High School Students of President Roxas National

High School, in which a descriptive research design was used for this research.

The questionnaire served as the instrument for collecting data. A total of

50 SHS students were the respondents. The inquiry was conducted during the

first semester of the school year 2023-2024.

The findings indicate that SHS students at President Roxas National High

School in the Philippines had experienced peer pressure rarely in their academic

performance. They rarely faced peer pressure. Additionally, their social

environment is very positive which resulted for them, rarely feeling peer

pressure. This suggests that the school has created an inclusive and supportive

environment where students feel safe and not pressured. President Roxas

National High School can serve as a role model for other schools in creating a

welcoming and inclusive space for all students, where their peer don’t pressure

them to do such things.

 CONCLUSION

After all the necessary data and inputs were gathered, processed, and

interpreted following conclusions were drawn:

In conclusion, our research study on "The Influence of Peer Pressure on

the Academic Performance of SHS Students in PRNHS" has provided valuable

insights into the intricate relationship between peer pressure and academic

outcomes among Senior High School (SHS) students. Through the rarely

weighted mean analysis, we aimed to objectively quantify the impact of peer

pressure on academic performance. The rarely weighted mean, as employed in

our study, allowed for a nuanced examination of the data, considering the rarity

or infrequency of certain influential factors. By assigning appropriate weights to

less common but potent instances of peer pressure, we were able to capture the

subtleties of its impact on academic achievement.

Our findings reveal a statistically significant correlation between peer

pressure and academic performance, emphasizing the need for a

comprehensive understanding of the diverse forms and intensities of peer

influence within the academic setting. The rarely weighted mean analysis

underscored the importance of not only recognizing prevalent instances of peer

pressure but also acknowledging the potential impact of less frequent yet

impactful occurrences on students' academic trajectories.

It is evident that the influence of peer pressure on academic performance

is multifaceted, encompassing various dimensions such as study habits,

motivation, and engagement in extracurricular activities. The rarely weighted

mean approach enabled us to identify and prioritize these less common but

potent factors, contributing to a more nuanced interpretation of the data.

While our study sheds light on the statistical significance of the

relationship, it is crucial to note the complexity of the interactions involved. The

rarely weighted mean analysis serves as a valuable tool in emphasizing the

importance of addressing infrequent but impactful instances of peer pressure

when developing interventions and support systems for SHS students.

In moving forward, educators, parents, and policymakers should consider

the rarely weighted mean findings as they design targeted strategies to mitigate

the negative effects of peer pressure on academic performance. By

acknowledging and addressing both common and rare instances of peer

influence, we can foster a more supportive and conducive learning environment

for SHS students at PRNHS, ultimately promoting academic success and

personal development.

RECOMMENDATIONS

Based on our quantitative study titled “The Influence Of Peer

Pressure on the Academic Performance of SHS Students in PRNHS,” we have

identified several recommendations for further research in this area. These

recommendations aim to expand our understanding of the topic and provide

valuable insights.
 Intervention: There should be an intervention program for the

students which will help and expose them to resist negative peer

pressure and accept the positive peer pressure

 Qualitative Study: Conduct a qualitative study to complement the

quantitative findings by exploring the lived experiences of senior

high students at President Roxas National High School. This study

could involve in-depth interviews or focus groups to gain a deeper

understanding of the effects of peer pressure on the academic

performance of the students.

 Diverse Data Sources:

Utilize a variety of data sources, such as surveys, interviews, and

academic records, to triangulate findings. This multi-method

approach can strengthen the validity and reliability of the study.

 Include Contextual Factors:

Explore additional contextual factors that may interact with peer

pressure, such as family dynamics, socioeconomic status, and

individual learning styles. Understanding these variables can

contribute to a more nuanced interpretation of the results.

 Implications for Interventions:

Discuss practical implications of the study findings. Offer

recommendations for educational institutions, parents, and

policymakers to develop interventions that can mitigate the

negative effects of peer pressure on academic performance.

 Peer Review and Feedback:

Seek feedback from peers and academic mentors during the

research process. Presenting your work at conferences or seeking

peer review from experts in the field can enhance the robustness

and credibility of the study.

 APPENDIX

LETTER OF COMMUNICATION
January 11, 2024
MR. RODEL JAY TUARIO
Assistant to the Principal
President Roxas National High School

Dear Sir,
I hope this letter finds you in good health and high spirits. We are currently
conducting a research survey as part of an important project we am working on.
The purpose of this research is to gather valuable data and insights that will
contribute significantly to the understanding and further development of the
subject matter. We believe that your expertise and perspective would greatly
enrich the results of this study. We kindly request your permission to include you
in the survey. Rest assured that all information gathered will be kept confidential
and will be used solely for the purpose of this research. Your participation would
involve answering a set of questions, which should take no more than 10 minutes
of your time. We understand that you have a busy schedule, and we truly
appreciate your consideration of my request. We are more than willing to
accommodate your availability and answer any questions or concerns you may
have regarding the survey. Thank you very much for your time and consideration.
We look forward to your positive response.

Respectfuly Yours,

Edsel Salomon Princess Joy Barliso Honey Faith Montero Muslima Naga
Researcher Researcher Researcher Researcher

Recommending Approval,

RINA D. DEGUTIERREZ STEPHENC.VALENZUELA

12 HUMSS 1 ADVISER Subject Teacher

Approved,
MR. RODEL JAY TUARIO
Assistant to the Principal
 QUESTIONNAIRE
THE INFLUENCE OF PEER PRESSURE ON ACADEMIC PERFORMANCE OF SHS
STUDENTS IN PRNHS

Section 1: Demographic Information

1.1. Name (Optional):

1.2. Age:

1.3. Gender:

1.4. Grade/Year Level:

1.5. Length of time you have been studying at PRNHS:

Section 2: Peer Pressure

2.1. On a scale of 1 to 5, how often do you feel peer pressure related to your academic
performance, with 1 being "Never" and 5 being "Frequently"?

1. Never

2. Rarely

3. Occasionally

4. Often

5. Frequently

2.2. In your opinion, how influential is peer pressure on your academic performance? Please rate
from 1 to 5, with 1 being "Not influential at all" and 5 being "Highly influential."

1.Not influential at all

2.Slightly influential

3.Moderately influential

4.Influential

5. Highly influential

Section 3: Academic Performance

3.1. What was your average academic grade for the last academic year? (You can provide your
GPA or an average score out of 100).

3.2. Do you believe your academic performance has improved or declined due to peer pressure?
Please select one:

I Improved

Declined

No change

Not sure
Section 4: Coping Mechanisms

4.1. Which of the following coping mechanisms do you use when dealing with academic-related
peer pressure? (Select all that apply)

Seeking support from teachers or counselors

Discussing academic challenges with parents

Joining study groups

Setting personal academic goals

Ignoring peer pressure

D
DOther (please specify):
Mean score; joining study groups

Section 5: Social Environment

5.1. On a scale of 1 to 5, how would you rate the overall social environment at PRNHS, with 1
being "Very negative" and 5 being "Very positive"?

1.Very negative
D
2.Negative
D
3. Neutral
D
4. Positive
D
D 5.Very positive
5.2. Do you believe the quality of your friendships at school has a direct impact on your academic
performance? Please select one:

D Yes
No
D
Not sure
D
Mean score: not sure

Section 6: Consent

By participating in this survey, you consent to the use of your responses for research purposes.
Your identity will remain confidential, and your responses will be used for the sole purpose of this
study.

Thank you for taking the time to complete this questionnaire. Your input is valuable to our
research.
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